1
|
Collet OA, Orri M, Galéra C, Pryor L, Boivin M, Tremblay R, Côté S. Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement? Child Dev 2024; 95:948-961. [PMID: 38018650 DOI: 10.1111/cdev.14045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 10/08/2023] [Accepted: 11/09/2023] [Indexed: 11/30/2023]
Abstract
We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months-2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121-1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (β = 3.17, p < .01 and β = 2.91, p < .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.
Collapse
Affiliation(s)
- Ophélie A Collet
- School of Public Health, University of Montreal, Montreal, Quebec, Canada
| | - Massimiliano Orri
- Bordeaux Population Health Research Centre Inserm U1219, University of Bordeaux, Talence, France
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada
| | - Cédric Galéra
- Bordeaux Population Health Research Centre Inserm U1219, University of Bordeaux, Talence, France
- Centre Hospitalier Perrens, Bordeaux, France
| | - Laura Pryor
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Michel Boivin
- School of Psychology, Université Laval, Quebec City, Quebec, Canada
| | - Richard Tremblay
- Department of Pediatrics and Psychology, University of Montreal, Montreal, Quebec, Canada
| | - Sylvana Côté
- School of Public Health, University of Montreal, Montreal, Quebec, Canada
- Bordeaux Population Health Research Centre Inserm U1219, University of Bordeaux, Talence, France
| |
Collapse
|
2
|
Bobrowicz K, Weber A, Greiff S. The successful use of a search strategy improves with visuospatial working memory in 2- to 4.5-year-olds. J Exp Child Psychol 2024; 238:105786. [PMID: 37820541 DOI: 10.1016/j.jecp.2023.105786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 09/07/2023] [Accepted: 09/08/2023] [Indexed: 10/13/2023]
Abstract
Using spatial cues such as shape, orientation, and pattern aids visuospatial working memory because it allows strategies that reduce the load on this cognitive resource. One such strategy, namely taking advantage of patterned spatial distributions, remains understudied to date. This strategy demands keeping track of already-searched locations and excluding them from further search and so correlates with visuospatial working memory. The use of such strategies should, in principle, develop in early childhood, but because most studies focus on chunking, the development of other strategies reducing the load on working memory is understudied in young children. Therefore, in this study we tested whether children aged 2 to 4.5 years (N = 97) could take advantage of spatial cues in their search and whether this ability correlated with their age, verbal ability, and visuospatial working memory. The results showed that the ability to use a patterned spatial distribution (searching a row of locations from one side to the other instead of a random search) significantly improved with visuospatial working memory but not with age or verbal ability. These results suggest that visuospatial abilities may rapidly develop from 2 to 4.5 years of age, and given their impact on later mathematic achievement, demand increased attention in cognitive developmental research and early childhood education.
Collapse
Affiliation(s)
- Katarzyna Bobrowicz
- Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, L-4365 Esch-sur-Alzette, Luxembourg; Department of Psychology, Lund University, 221 00 Lund, Sweden.
| | - Anke Weber
- Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, L-4365 Esch-sur-Alzette, Luxembourg
| | - Samuel Greiff
- Department of Behavioural and Cognitive Sciences, University of Luxembourg, Campus Belval, L-4365 Esch-sur-Alzette, Luxembourg
| |
Collapse
|
3
|
Imre Z, Prickett C, Sapp L, Ferguson B, Nowell K, Mohrland M. Memory performance on the ChAMP in autism spectrum disorder with and without attention-deficit/hyperactivity disorder. APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-11. [PMID: 37939165 DOI: 10.1080/21622965.2023.2278148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Abstract
Memory difficulties have been identified in youth with neurodevelopmental conditions including autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). The Child and Adolescent Memory Profile (ChAMP) is a newer memory measure with a burgeoning research base. This study seeks to explore memory performance on the Lists and Objects subtests of the ChAMP in a clinical sample of those with ASD with/without co-occurring ADHD. Participants were 146 youth referred for a neuropsychological evaluation (M age = 11.8 years; 76.03% male) diagnosed with ASD (N = 92 with ADHD, N = 54 without). Logistic regression (p = .393) indicated ChAMP performance is not predictive of whether the ASD group had co-occurring ADHD indicating there is no additive effect on memory. Compared to the ChAMP examiner's manual ASD sample, this study sample performed significantly better (p <.001) on all ChAMP measures. While the ChAMP is sensitive to memory difficulties in neurodevelopmental disorders, as indicated by the performance of the manual sample, the ASD sample of the manual may differ from other ASD samples. There were no differences between verbal and visual memory performance across the present study's sample.
Collapse
Affiliation(s)
- Zsofia Imre
- Thompson Center for Autism and Neurodevelopment, Columbia, Missouri, USA
- Center for Neuropsychological Services, University of New Mexico Hospital, Albuquerque, New Mexico, USA
| | - Christopher Prickett
- Thompson Center for Autism and Neurodevelopment, Columbia, Missouri, USA
- Driscoll Children's Hospital, Corpus Christi, Texas, USA
| | - Lauren Sapp
- Thompson Center for Autism and Neurodevelopment, Columbia, Missouri, USA
| | - Bradley Ferguson
- Thompson Center for Autism and Neurodevelopment, Columbia, Missouri, USA
- Departments of Neurology, & Radiology, University of Missouri, Columbia, Missouri, USA
| | - Kerri Nowell
- Thompson Center for Autism and Neurodevelopment, Columbia, Missouri, USA
- Department of Health Psychology, Columbia, Missouri, USA
| | - Michael Mohrland
- Thompson Center for Autism and Neurodevelopment, Columbia, Missouri, USA
- Department of Health Psychology, Columbia, Missouri, USA
| |
Collapse
|
4
|
Chen R, Georgiou GK, Peng P, Li Y, Li B, Wang J, Tao S. What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties? CHILDREN (BASEL, SWITZERLAND) 2023; 10:1719. [PMID: 37892380 PMCID: PMC10605512 DOI: 10.3390/children10101719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Revised: 10/18/2023] [Accepted: 10/20/2023] [Indexed: 10/29/2023]
Abstract
Both reading difficulties (RD) and mathematics difficulties (MD) are common neurodevelopmental disorders. The co-occurrence of RD and MD, known as comorbid RDMD, is estimated to range between 21% and 45% of children with learning disabilities. Deficits in working memory have been reported in both RD and MD groups, as well as among comorbid RDMD. However, previous comorbidity studies have only examined the role of some components of working memory, and they do not strictly match their groups on relevant reading and mathematics tasks. Thus, the purpose of this study is to examine the nature of working memory deficits in comorbid RDMD after matching groups based on reading and mathematics tasks. We assessed four groups of children (RD [n = 21, Mage = 10.96 years], MD [n = 24, Mage = 11.04 years], comorbid RDMD [n = 26, Mage = 10.90 years], and chronological-age controls [n = 27, Mage = 10.96 years]) on measures of the phonological loop (word span and digit span forward tasks), central executive (complex word and digit span), and updating tasks (word and digit 2-back). The results of ANCOVA (covarying for gender and non-verbal IQ) showed first that the RD and RDMD groups performed significantly worse than the MD and control groups in both measures of the phonological loop. For the central executive and updating tasks, we found an effect based on stimulus type. For word-related tasks, the RD and comorbid RDMD groups performed worse than the MD and control groups, and for number-related tasks, the MD and comorbid RDMD groups performed worse than the RD and control groups. Taken together, our findings provide support for the correlated liability model of comorbidity, which indicates that working memory deficits experienced by the RDMD group are an additive combination of deficits observed in the RD and MD groups, suggesting that working memory tasks used to examine underlying deficits in reading and/or mathematics difficulties may dictate whether or not significant group differences are found.
Collapse
Affiliation(s)
- Rui Chen
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB T6G 2G5, Canada
| | - Peng Peng
- Department of Special Education, College of Education, The University of Texas at Austin, Austin, TX 78712, USA;
| | - Yuanyuan Li
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Beilei Li
- Faculty of Education, Beijing Normal University, Beijing 100875, China;
| | - Jiali Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Sha Tao
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China; (R.C.); (Y.L.); (J.W.)
- IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| |
Collapse
|
5
|
Schildroth S, Friedman A, White RF, Kordas K, Placidi D, Bauer JA, Webster TF, Coull BA, Cagna G, Wright RO, Smith D, Lucchini RG, Horton M, Claus Henn B. Associations of an industry-relevant metal mixture with verbal learning and memory in Italian adolescents: The modifying role of iron status. ENVIRONMENTAL RESEARCH 2023; 224:115457. [PMID: 36773645 PMCID: PMC10117691 DOI: 10.1016/j.envres.2023.115457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2022] [Revised: 01/30/2023] [Accepted: 02/08/2023] [Indexed: 05/18/2023]
Abstract
BACKGROUND Biomarker concentrations of metals are associated with neurodevelopment, and these associations may be modified by nutritional status (e.g., iron deficiency). No prior study on associations of metal mixtures with neurodevelopment has assessed effect modification by iron status. OBJECTIVES We aimed to quantify associations of an industry-relevant metal mixture with verbal learning and memory among adolescents, and to investigate the modifying role of iron status on those associations. METHODS We used cross-sectional data from 383 Italian adolescents (10-14 years) living in proximity to ferroalloy industry. Verbal learning and memory was assessed using the California Verbal Learning Test for Children (CVLT-C), and metals were quantified in hair (manganese, copper, chromium) or blood (lead) using inductively coupled plasma mass spectrometry. Serum ferritin, a proxy for iron status, was measured using immunoassays. Covariate-adjusted associations of the metal mixture with CVLT subtests were estimated using Bayesian Kernel Machine Regression, and modification of the mixture associations by ferritin was examined. RESULTS Compared to the 50th percentile of the metal mixture, the 90th percentile was associated with a 0.12 standard deviation [SD] (95% CI = -0.27, 0.50), 0.16 SD (95% CI = -0.11, 0.44), and 0.11 SD (95% CI = -0.20, 0.43) increase in the number of words recalled for trial 5, long delay free, and long delay cued recall, respectively. For an increase from its 25th to 75th percentiles, copper was beneficially associated the recall trials when other metals were fixed at their 50th percentiles (for example, trial 5 recall: β = 0.31, 95% CI = 0.14, 0.48). The association between copper and trial 5 recall was stronger at the 75th percentile of ferritin, compared to the 25th or 50th percentiles. CONCLUSIONS In this metal mixture, copper was beneficially associated with neurodevelopment, which was more apparent at higher ferritin concentrations. These findings suggest that metal associations with neurodevelopment may depend on iron status, which has important public health implications.
Collapse
Affiliation(s)
- Samantha Schildroth
- Department of Environmental Health, Boston University School of Public Health, Boston MA, USA.
| | - Alexa Friedman
- Department of Environmental Health, Boston University School of Public Health, Boston MA, USA
| | - Roberta F White
- Department of Environmental Health, Boston University School of Public Health, Boston MA, USA; Department of Neurology, Boston University, Boston MA, USA
| | - Katarzyna Kordas
- Department of Epidemiology and Environmental Health, University at Buffalo, Buffalo, NY, USA
| | - Donatella Placidi
- Department of Occupational Health, University of Brescia, Brescia, Italy
| | - Julia A Bauer
- Department of Epidemiology, Geisel School of Medicine, Dartmouth College, Lebanon, NH, USA
| | - Thomas F Webster
- Department of Environmental Health, Boston University School of Public Health, Boston MA, USA
| | - Brent A Coull
- Department of Biostatistics, Harvard T. H. Chan School of Public Health, Boston MA, USA
| | - Giuseppa Cagna
- Department of Occupational Health, University of Brescia, Brescia, Italy
| | - Robert O Wright
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York NY, USA; Department of Pediatrics, Icahn School of Medicine at Mount Sinai, New York NY, USA
| | - Donald Smith
- Department of Microbiology and Environmental Toxicology, University of California Santa Cruz, Santa Cruz CA, USA
| | - Roberto G Lucchini
- Department of Occupational Health, University of Brescia, Brescia, Italy; Department of Environmental Health Sciences, Florida International University, Miami FL, USA
| | - Megan Horton
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York NY, USA
| | - Birgit Claus Henn
- Department of Environmental Health, Boston University School of Public Health, Boston MA, USA
| |
Collapse
|
6
|
What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09717-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
|
7
|
Pelegrina S, Mirandola C, Linares R, Carretti B. Recollection contributes to children's reading comprehension: Using the process dissociation procedure in a working memory updating task. J Exp Child Psychol 2023; 226:105550. [PMID: 36179531 DOI: 10.1016/j.jecp.2022.105550] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Revised: 08/24/2022] [Accepted: 09/01/2022] [Indexed: 10/14/2022]
Abstract
Recollection, rather than familiarity, seems to play a crucial part in sustaining children's reading comprehension. However, the roles of recollection and familiarity in both word reading and reading comprehension have yet to be fully understood. In this study, we examined estimates of recollection and familiarity in a working memory updating task using an adaptation of the process dissociation procedure. Our study involved 204 children aged 9-11 years. We administered a keeping track task in which lists of words belonging to various semantic categories (e.g., animals) were presented. The children had to follow two sets of instructions: (a) inclusion, which involved saying whether they had seen a word during the previous learning phase, and b) exclusion, which involved saying whether a word was the last one they had seen that belonged to a given category. Our results showed that recollection contributed to explain reading comprehension, but not word reading, performance. Familiarity, instead, did not predict either of the reading measures (word reading or reading comprehension). We discuss these findings in terms of the importance of considering recollection when studying reading processes during development. Alternative explanations considering the role of WM executive functioning are also considered.
Collapse
Affiliation(s)
| | - Chiara Mirandola
- Department of General Psychology, University of Padova, 35131 Padova, Italy; Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, 35131, Italy
| | - Rocío Linares
- Department of Psychology, University of Jaén, 23071 Jaén, Spain
| | - Barbara Carretti
- Department of General Psychology, University of Padova, 35131 Padova, Italy.
| |
Collapse
|
8
|
Kenderla P, Kibbe MM. Explore versus store: Children strategically trade off reliance on exploration versus working memory during a complex task. J Exp Child Psychol 2023; 225:105535. [PMID: 36041236 DOI: 10.1016/j.jecp.2022.105535] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 08/03/2022] [Accepted: 08/04/2022] [Indexed: 10/15/2022]
Abstract
During complex tasks, we use working memory to actively maintain goal sets and direct attention toward goal-relevant information in the environment. However, working memory is severely limited, and storing information in working memory is cognitively effortful. Previous work by Kibbe and Kowler [2011, Journal of Vision, 11(3), Article 14] showed that adults strategically modulate reliance on working memory during complex, goal-oriented tasks, varying the amount of information they store in working memory depending both on the cognitive demands of the task and on the ease with which task-relevant information can be accessed from the environment. We asked whether children, whose working memory and executive functions are undergoing significant developmental change, also use working memory strategically during complex tasks. Forty-six 8-10-year-old children searched through arrays of hidden objects to find three that belonged to a given category defined over the objects' features. We manipulated the cognitive demands of the task by increasing the complexity of the category. We manipulated the exploration costs of the task by varying the rate at which task-relevant information could be accessed. We measured children's search patterns to gain insights into how the children used working memory during the task. We found that as the cognitive demands of the task increased, children stored less information in working memory, relying more on exploration. When exploration was costlier, children explored less, storing more in working memory. These results suggest that developing children, like adults, make strategic decisions about when to explore versus when to store during a complex, goal-oriented task.
Collapse
Affiliation(s)
- Praveen Kenderla
- Department of Psychological & Brain Sciences, Boston University, Boston, MA 02215, USA
| | - Melissa M Kibbe
- Department of Psychological & Brain Sciences, Boston University, Boston, MA 02215, USA; Center for Systems Neuroscience, Boston University, Boston, MA 02215, USA.
| |
Collapse
|
9
|
Almarzouki AF, Mandili RL, Salloom J, Kamal LK, Alharthi O, Alharthi S, Khayyat N, Baglagel AM. The Impact of Sleep and Mental Health on Working Memory and Academic Performance: A Longitudinal Study. Brain Sci 2022; 12:1525. [PMID: 36358451 PMCID: PMC9688482 DOI: 10.3390/brainsci12111525] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Revised: 11/01/2022] [Accepted: 11/07/2022] [Indexed: 04/06/2024] Open
Abstract
Sleep and mental health can affect cognition and academic performance. The present study aimed to investigate the relationships between sleep, mental health, working memory, and academic performance. We collected demographic data from university students during the non-academic summer period and the academic term. We also measured academic performance (GPA), sleep (PSQI), depression (PHQ-9), anxiety (GAD-7), and disordered social media use (SMDS). Working memory was assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB). We assessed 83 students (42.2% male) with a mean age of 21 years. Compared to the non-academic summer period, students had significantly worse sleep and distress scores in the academic term. Anxiety, depression, and distress scores were significantly correlated with worse sleep quality. Despite worse mental health and sleep in the academic term, working memory improved compared to the non-academic summer period and was also correlated with a higher GPA. However, a higher GPA was significantly associated with longer sleep latency, increased sleep disturbances, and increased use of sleep medication. Students experiencing poor sleep suffered from poor mental health, although they maintained high GPA and working memory scores. Cognitive resilience, including higher working memory, may mask poor sleep quality and mental health among university students.
Collapse
Affiliation(s)
- Abeer F. Almarzouki
- Department of Physiology, Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Rahaf L. Mandili
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Joud Salloom
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Lujain K. Kamal
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Omimah Alharthi
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Samah Alharthi
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Nusaiba Khayyat
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Alaa M. Baglagel
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| |
Collapse
|
10
|
The influence of socioeconomic status, working memory and academic self-concept on academic achievement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00599-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
|
11
|
Lopez DA, Foxe JJ, Mao Y, Thompson WK, Martin HJ, Freedman EG. Breastfeeding Duration Is Associated With Domain-Specific Improvements in Cognitive Performance in 9-10-Year-Old Children. Front Public Health 2021; 9:657422. [PMID: 33981668 PMCID: PMC8109433 DOI: 10.3389/fpubh.2021.657422] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 03/29/2021] [Indexed: 02/02/2023] Open
Abstract
Significant immunological, physical and neurological benefits of breastfeeding in infancy are well-established, but to what extent these gains persist into later childhood remain uncertain. This study examines the association between breastfeeding duration and subsequent domain-specific cognitive performance in a diverse sample of 9-10-year-olds enrolled in the Adolescent Brain Cognitive Development (ABCD) Study®. The analyses included 9,116 children that attended baseline with their biological mother and had complete neurocognitive and breastfeeding data. Principal component analysis was conducted on data from an extensive battery of neurocognitive tests using varimax-rotation to extract a three-component model encompassing General Ability, Executive Functioning, and Memory. Propensity score weighting using generalized boosted modeling was applied to balance the distribution of observed covariates for children breastfed for 0, 1-6, 7-12, and more than 12 months. Propensity score-adjusted linear regression models revealed significant association between breastfeeding duration and performance on neurocognitive tests representing General Ability, but no evidence of a strong association with Executive Function or Memory. Benefits on General Ability ranged from a 0.109 (1-6 months) to 0.301 (>12 months) standardized beta coefficient difference compared to those not breastfed. Results indicate clear cognitive benefits of breastfeeding but that these do not generalize to all measured domains, with implications for public health policy as it pertains to nutrition during infancy.
Collapse
Affiliation(s)
- Daniel A. Lopez
- Division of Epidemiology, Department of Public Health Sciences, University of Rochester Medical Center, Rochester, NY, United States,The Cognitive Neurophysiology Laboratory, The Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester Medical Center, Rochester, NY, United States
| | - John J. Foxe
- The Cognitive Neurophysiology Laboratory, The Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester Medical Center, Rochester, NY, United States
| | - Yunjiao Mao
- Division of Health Service Research and Policy, Department of Public Health Sciences, University of Rochester Medical Center, Rochester, NY, United States
| | - Wesley K. Thompson
- Division of Biostatistics, Department of Family Medicine and Public Health, University of California, San Diego, CA, United States
| | - Hayley J. Martin
- Division of Epidemiology, Department of Public Health Sciences, University of Rochester Medical Center, Rochester, NY, United States
| | - Edward G. Freedman
- The Cognitive Neurophysiology Laboratory, The Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester Medical Center, Rochester, NY, United States,*Correspondence: Edward G. Freedman
| |
Collapse
|
12
|
Age-Related Increases in Posterior Hippocampal Granularity Are Associated with Remote Detailed Episodic Memory in Development. J Neurosci 2021; 41:1738-1754. [PMID: 33443075 DOI: 10.1523/jneurosci.1738-20.2020] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 12/02/2020] [Accepted: 12/08/2020] [Indexed: 11/21/2022] Open
Abstract
Episodic memory is critical to human functioning. In adults, episodic memory involves a distributed neural circuit in which the hippocampus plays a central role. As episodic memory abilities continue to develop across childhood and into adolescence, studying episodic memory maturation can provide insight into the development and construction of these hippocampal networks, and ultimately clues to their function in adulthood. While past developmental studies have shown that the hippocampus helps to support memory in middle childhood and adolescence, the extent to which ongoing maturation within the hippocampus contributes to developmental change in episodic memory abilities remains unclear. In contrast, slower maturing regions, such as the PFC, have been suggested to be the neurobiological locus of memory improvements into adolescence. However, it is also possible that the methods used to detect hippocampal development during middle childhood and adolescence are not sensitive enough. Here, we examine how temporal covariance (or differentiation) in voxel representations within anterior and posterior hippocampus change with age to support the development of detailed recollection in male and female developing humans. We find age-related increases in the distinctiveness of temporal activation profiles in the posterior, but not anterior, hippocampus. Second, we show that this measure of granularity, when present during postencoding rest periods, correlates with the recall of detailed memories of preceding stimuli several weeks postencoding, suggesting that granularity may promote memory stabilization.SIGNIFICANCE STATEMENT Studying hippocampal maturation can provide insight into episodic memory development, as well as clues to episodic functioning in adulthood. Past work has shown evidence both for and against hippocampal contributions to age-related improvements in memory performance, but has relied heavily on univariate approaches (averaging activity across hippocampal voxels), which may not be sensitive to nuanced developmental change. Here we use a novel approach, examining time signatures in individual hippocampal voxels to reveal regionally specific (anterior vs posterior hippocampus) differences in the distinctiveness (granularity) of temporal activation profiles across development. Importantly, posterior hippocampus granularity during windows of putative memory stabilization was associated with long-term memory specificity. This suggests that the posterior hippocampus gradually builds the capacity to support detailed episodic recall.
Collapse
|
13
|
Associations between working memory and simple addition in kindergarteners and first graders. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01362-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
14
|
Blankenship TL, Kibbe MM. Examining the limits of Memory-Guided Planning in 3- and 4-year olds. COGNITIVE DEVELOPMENT 2020; 52. [PMID: 32863569 DOI: 10.1016/j.cogdev.2019.100820] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Stored memories may be drawn upon when accomplishing goals. In two experiments, we investigated limits on the ability to use episodic memories to support planning in 3- and 4-year-old children. We designed a new memory-guided planning task that required children to both retrieve memories and apply those memories to accomplish multiple, nested goals. We manipulated the difficulty of the task by varying the number of steps required to achieve the goals, and examined the impact of this manipulation on both memory retrieval and planning. We found that, overall, 4-year-olds outperformed 3-year-olds, but as task difficulty increased, all children made more errors. Analysis of these errors suggested that retrieval and planning processes might impose separate limits on memory-guided planning in early childhood, but that these limits may ease across early childhood.
Collapse
|
15
|
Papini C, Dineen RA, Walker DA, Thomas S, Pitchford NJ. Neuropsychological outcomes of children with Optic Pathway Glioma. Sci Rep 2020; 10:3344. [PMID: 32094393 PMCID: PMC7039908 DOI: 10.1038/s41598-020-59896-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Accepted: 02/03/2020] [Indexed: 11/09/2022] Open
Abstract
Optic Pathway Glioma (OPG) is a relatively common brain tumour in childhood; however, there is scarce understanding of neuropsychological sequelae in these survivors. In this study, 12 children with diagnosis of OPG before 6 years of age received a comprehensive standardised assessment of visual perception, general intelligence and academic achievement, using adjustments to visual materials of the tests, to examine the extent of concurrent impairment in these functional domains. Information about vision, clinical and socio-demographic factors were extracted from medical records to assess the associations of neuropsychological outcomes with clinical and socio-demographic factors. Children with OPG exhibited high within-patient variability and moderate group-level impairment compared to test norms. Visual perception was the most impaired domain, while scholastic progression was age-appropriate overall. For cognition, core verbal and visuo-spatial reasoning skills were intact, whereas deficits were found in working memory and processing speed. Visual function was associated with tasks that rely on visual input. Children with OPG are at moderate risk of neuropsychological impairment, especially for visual perception and cognitive proficiency. Future research should elucidate further the relative contribution of vision loss and neurofibromatosis type 1 co-diagnosis within a large sample.
Collapse
Affiliation(s)
- Chiara Papini
- School of Psychology, University of Nottingham, Nottingham, UK.,Children's Brain Tumour Research Centre, University of Nottingham, Nottingham, UK
| | - Robert A Dineen
- Division of Clinical Neuroscience, School of Medicine, University of Nottingham, Nottingham, UK.,Sir Peter Mansfield Imaging Centre, School of Medicine, University of Nottingham, Nottingham, UK.,NIHR Nottingham Biomedical Research Centre, Queen's Medical Centre, University of Nottingham, Nottingham, UK
| | - David A Walker
- Children's Brain Tumour Research Centre, University of Nottingham, Nottingham, UK.,Division of Child Health, Obstetrics and Gynaecology, School of Medicine, University of Nottingham, Nottingham, UK
| | - Shery Thomas
- Ophthalmology Department, Nottingham University Hospitals, Nottingham, UK
| | | |
Collapse
|
16
|
Burns RD, Byun W, Brusseau TA. Gross Motor Skills Predict Classroom Behavior in Lower-Income Children. Front Sports Act Living 2019; 1:29. [PMID: 33344953 PMCID: PMC7739582 DOI: 10.3389/fspor.2019.00029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2019] [Accepted: 09/02/2019] [Indexed: 11/13/2022] Open
Abstract
Children from lower income families tend to have low levels of on-task behavior in the academic classroom. The purpose of this study was to examine the associations of gross motor skills and classroom behavior in a sample of lower-income children. Participants were a sample of 1,135 school-aged children (mean age = 8.3 ± 1.8 years) recruited from three low-income US schools. A reduced version of the Test for Gross Motor Development 2nd Edition (TGMD-2) was used to assess gross motor skills. Total TGMD-2 scores, locomotor subtest scores, and object control subtest scores were stratified into quintiles for analysis. Students' classroom behavior was recorded 1 year later using a Planned Activity Check (PLACHECK) 5-s momentary time sampling procedure. Classrooms were dichotomized into those that had students at least 80% on-task and those that did not. Multilevel generalized mixed models were employed to examine the relationship between gross motor skills and meeting at least 80% classroom behavior, adjusting for age, sex, and change in BMI, and aerobic fitness. Children in the highest TGMD-2 quintile had 4.17 higher odds of being in an on-task classroom 1 year later (95%CI [2.25-7.76], p < 0.001). This relationship was primarily driven by the relationship between object control quintile scores and classroom behavior, as children within the higher quintile for object control had 3.81 higher odds of being in an on-task classroom 1 year later (95%CI [2.67-5.46], p < 0.001). There was a significant relationship between individual gross motor skills, specifically object control skills, and group level on-task classroom behavior in lower-income children.
Collapse
Affiliation(s)
- Ryan D. Burns
- Physical Activity Research Lab, Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT, United States
| | | | | |
Collapse
|
17
|
Diaz A, Blankenship TL, Bell MA. Episodic Memory in Middle Childhood: Age, Brain Electrical Activity, and Self-Reported Attention. COGNITIVE DEVELOPMENT 2018; 47:63-70. [PMID: 30364616 DOI: 10.1016/j.cogdev.2018.03.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Middle childhood is a transitional period for episodic memory (EM) performance, as a result of improvements in strategies that are used to encode and retrieve memories. EM is also a skill continually assessed for testing in the school setting. The purpose of this study was to examine EM performance during middle childhood and its relation to individual differences in attentional abilities and in neurophysiological functioning. We examined self-reports of attention at 6, 7 and 8-years of age as well as parietal EEG recorded during baseline, memory task encoding, and memory task retrieval. Results indicate that child self-reports of attention predicted EM performance. Additionally, the difference from baseline to retrieval-related EEG activation contributed variance to EM performance. Results replicate other middle childhood studies showing a positive association between EM performance and attention while also suggesting that parietal EEG yields critical information regarding memory performance.
Collapse
Affiliation(s)
- Anjolii Diaz
- Department of Psychological Sciences, Ball State University, 2000 W University Avenue 109 North Quad Muncie, IN 47306, USA
| | - Tashauna L Blankenship
- Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall Boston, MA 02215, USA
| | - Martha Ann Bell
- Department of Psychology, Virginia Polytechnic Institute and State University, 890 Drillfield Drive, 333 Williams Hall Blacksburg, VA 24061, USA
| |
Collapse
|
18
|
Liu R, Blankenship TL, Broomell APR, Garcia-Meza T, Calkins SD, Bell MA. Executive Function Mediates the Association between Toddler Negative Affectivity and Early Academic Achievement. EARLY EDUCATION AND DEVELOPMENT 2018; 29:641-654. [PMID: 30745790 PMCID: PMC6368268 DOI: 10.1080/10409289.2018.1446880] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
RESEARCH FINDINGS We examined the nature of association between toddler negative affectivity (NA) and later academic achievement by testing early childhood executive function (EF) as a mediator that links children's temperament and their performance on standardized math and reading assessments. One hundred eighty-four children (93 boys, 91 girls) participated in our longitudinal study. Children's NA was measured at age 2 and EF at age 4. At age 6, academic achievement in reading and mathematics were assessed using the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). Results indicated that NA at age 2 negatively predicted EF at age 4, which positively predicted mathematics achievement and reading achievement at age 6. Age 4 EF mediated the relation between age 2 NA and age 6 academic achievement on both reading and math. These findings highlight the significance of considering both NA and EF in conversations about children's academic achievement. PRACTICE OR POLICY For children with temperamentally high NA, focusing on efforts to enhance emotion regulation and EF during the preschool years may benefit their later mathematics and reading achievement.
Collapse
Affiliation(s)
- Ran Liu
- Department of Psychology, 109 Williams Hall, Blacksburg, VA 24061
| | | | | | | | - Susan D Calkins
- The University of North Carolina at Greensboro: Department of Human Development and Family Studies, 248 Stone Building, Greensboro, NC 27402-6170
| | - Martha Ann Bell
- Department of Psychology, 109 Williams Hall, Blacksburg, VA 24061
| |
Collapse
|
19
|
Blankenship TL, Keith K, Calkins SD, Bell MA. Behavioral Performance and Neural Areas Associated with Memory Processes Contribute to Math and Reading Achievement in 6-year-old Children. COGNITIVE DEVELOPMENT 2017; 45:141-151. [PMID: 29861542 DOI: 10.1016/j.cogdev.2017.07.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.
Collapse
Affiliation(s)
| | | | - Susan D Calkins
- Department of Human Development and Family Studies and Department of Psychology, University of North Carolina at Greensboro
| | | |
Collapse
|
20
|
Chen X, Ye M, Chang L, Chen W, Zhou R. Effect of Working Memory Updating Training on Retrieving Symptoms of Children With Learning Disabilities. JOURNAL OF LEARNING DISABILITIES 2017; 51:507-519. [PMID: 28597718 DOI: 10.1177/0022219417712015] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Working memory (WM) deficiency is a primary reason for the poor academic performance of children with learning disabilities (LDs). Studies have shown that the WM of typical children could be improved through training, and WM training contributes to improving their fluid intelligence and academic achievement. However, few studies have investigated WM training for children with LDs, and results have been inconsistent. The present study examined the long-term effects of WM updating training and whether it can mitigate LD symptoms. Fifty-four children with LDs were recruited and divided randomly into a training or control group. The training group underwent adaptive running WM training for 20 days. Before and after training, the 2 groups completed a 2-back task, a digit span task (forward and backward), Raven's Standard Progressive Matrices test, and a scholastic attainment test (Chinese and math). The tests were repeated 6 months later. The results showed that, as compared with the controls, the training group exhibited significant improvements in the digit backward span task, 2-back task, and Raven's Standard Progressive Matrices. The math scores of the training group improved significantly by 6 months after the training. The results of this study suggest that WM updating training could mitigate the cognitive deficits of LDs and improve the WM capacity, fluid intelligence, and math scores of children with LDs. Moreover, the training effects could be maintained for at least 6 months.
Collapse
Affiliation(s)
| | - Maolin Ye
- 2 Jinan University, Guangzhou, China
| | | | | | | |
Collapse
|
21
|
Correa-Burrows P, Rodríguez Y, Blanco E, Gahagan S, Burrows R. Snacking Quality Is Associated with Secondary School Academic Achievement and the Intention to Enroll in Higher Education: A Cross-Sectional Study in Adolescents from Santiago, Chile. Nutrients 2017; 9:nu9050433. [PMID: 28448455 PMCID: PMC5452163 DOI: 10.3390/nu9050433] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2017] [Revised: 04/20/2017] [Accepted: 04/24/2017] [Indexed: 10/27/2022] Open
Abstract
Although numerous studies have approached the effects of exposure to a Western diet (WD) on academic outcomes, very few have focused on foods consumed during snack times. We explored whether there is a link between nutritious snacking habits and academic achievement in high school (HS) students from Santiago, Chile. We conducted a cross-sectional study with 678 adolescents. The nutritional quality of snacks consumed by 16-year-old was assessed using a validated food frequency questionnaire. The academic outcomes measured were HS grade point average (GPA), the likelihood of HS completion, and the likelihood of taking college entrance exams. A multivariate analysis was performed to determine the independent associations of nutritious snacking with having completed HS and having taken college entrance exams. An analysis of covariance (ANCOVA) estimated the differences in GPA by the quality of snacks. Compared to students with healthy in-home snacking behaviors, adolescents having unhealthy in-home snacks had significantly lower GPAs (M difference: -40.1 points, 95% confidence interval (CI): -59.2, -16.9, d = 0.41), significantly lower odds of HS completion (adjusted odds ratio (aOR): 0.47; 95% CI: 0.25-0.88), and significantly lower odds of taking college entrance exams (aOR: 0.53; 95% CI: 0.31-0.88). Unhealthy at-school snacking showed similar associations with the outcome variables. Poor nutritional quality snacking at school and at home was associated with poor secondary school academic achievement and the intention to enroll in higher education.
Collapse
Affiliation(s)
- Paulina Correa-Burrows
- Institute of Nutrition and Food Technology, University of Chile, Santiago 7830490, Chile.
| | - Yanina Rodríguez
- Institute of Nutrition and Food Technology, University of Chile, Santiago 7830490, Chile.
| | - Estela Blanco
- Division of Child Development and Community Health, University of California, San Diego, CA 92093, USA.
| | - Sheila Gahagan
- Division of Child Development and Community Health, University of California, San Diego, CA 92093, USA.
| | - Raquel Burrows
- Institute of Nutrition and Food Technology, University of Chile, Santiago 7830490, Chile.
| |
Collapse
|
22
|
|